scholarly journals Promoting Students' Self-Regulatory Learning Skills in Online Intercultural Learning

2015 ◽  
Vol 1 ◽  
pp. 145
Author(s):  
Egle Gerulaitiene ◽  
Natalija Mažeikienė
Keyword(s):  
Learning Strategies ◽  
Study Skills ◽  
Self Regulation ◽  
Pedagogical Practices ◽  
Online Course ◽  
Learning Skills ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
Online Distance ◽  
Self Regulatory Learning

<em>The rapid growth of online distance education has implied the need to rethink delivery structures and pedagogical practices that were once appropriate (Beldarrain, 2006). Learning and teaching in a distance learning environment is a learning method that promotes interactivity, independence, and cooperation, creates favourable conditions for the students to work independently, improves accessibility of the studies, allows successfully handling work and studies and the same time, and ensures flexibility of the studies. Self-regulation is essential to the learning process. It can help students create better learning habits and strengthen their study skills, apply learning strategies to enhance academic outcomes, monitor their performance, and evaluate their academic progress (Zumbrunn et al., 2011).</em> <em>For students to be successful in an online course, it is necessary to work on pedagogical instruments and scenarios. <strong>The aim of the research</strong> presented in this article is to discuss the influence of online learning and pedagogical instruments and scenarios for promoting students’ self-regulatory learning skills.</em>

Use “hhh” Technology in the Transformative Models of Online Education

2011 ◽  
pp. 340-351 ◽  
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Learning Environments ◽  
Team Members ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
Collaborative Spaces ◽  
Online Spaces ◽  
Online Distance ◽  
Hybrid Distance

All People Internet University (“hhh”) technology is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. This chapter defines this online distance education approach, outlines an “hhh” framework, and showcases an “hhh” archetype. In “hhh” environments, classroom teachers are not positioned in the role of teacher/facilitator/designer in the online learning spaces. The “hhh” online spaces are collaborative spaces where students, teachers, subject experts, and “hhh” team members interact with one another; these are community spaces where traditional hierarchical classroom roles are blurred. Students’ roles transform due to the flexibility and design of the “hhh” learning environments as they move from student to reflective practitioner, providing for new ways of learning and teaching.

scholarly journals Investigation of the Predictive Power of Academic Achievement, Learning Approaches and Self-Regulatory Learning Skills on University Entrance Exam Scores Using Path Analysis

2018 ◽  
Vol 8 (2) ◽  
pp. 114
Author(s):  
Dilek Ilhan Beyaztaş ◽  
Sakine Göçer-Şahin
Keyword(s):  
Academic Achievement ◽  
Self Regulation ◽  
Path Model ◽  
Learning Approaches ◽  
Exam Score ◽  
Strategic Learning ◽  
Learning Skills ◽  
Entrance Exam ◽  
Exam Scores ◽  
Self Regulatory Learning

A good analysis of the success factors in the university entrance exam, which is an important step for academiccareers of students, is believed to help them manage this process. Properties such as self-regulation and learningapproaches adopted by students undoubtedly influence their academic achievement as well as their success inuniversity entrance exams. However, it is not exactly known how the direct and indirect relations between thesevariables are, and which variable has more effect on success. This research aims to determine the extent to whichuniversity entrance exam score as dependant variable; and academic achievement, deep, surface and strategiclearning approaches, four sub-dimensions of self-regulatory learning skills scale as independent variables to predictuniversity entrance exam score directly and indirectly; to this end, a path model was developed. Within the scope ofthe research, the data obtained from 445 students in the 4th class of the state-affiliated high schools in the 2016-2017academic year were used. As a result of the research, the most important factor affecting the success of universityentrance exam was found to be diploma grade; while diploma grades raise by using deep learning approaches, theyfall by using surface learning approaches. It was detected that the use of the strategic learning approach reducesuniversity entrance exam scores.

An Investigation of Students’ Self-Regulated Learning Strategies: Students’ Qualitative and Quantitative Accounts of Their Learning Strategies

2013 ◽  
Vol 12 (3) ◽  
pp. 359-373
Author(s):  
Jared S. Anthony ◽  
Karen E. Clayton ◽  
Akane Zusho
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Predictive Ability ◽  
Self Report ◽  
Qualitative And Quantitative ◽  
Self Regulated Learning ◽  
Processing Strategies ◽  
Final Exams ◽  
Self Regulatory Learning ◽  
The Relationship

The purpose of this study was to examine the relationship between qualitative and quantitative measures of self-regulatory learning strategies to further investigate issues related to the validity of self-report measures. One hundred and sixty high school girls completed both the Motivated Strategies for Learning Questionnaire (MSLQ) and an open-ended questionnaire, both of which were designed to assess students’ use of learning strategies in the domains of English and math. Open-ended responses were coded and analyzed with results indicating that most students use shallow-processing strategies when preparing for final exams. Regression analysis was also used to investigate the predictive ability of the MSLQ and the open-ended questionnaire with findings indicating both to have predictive qualities. Implications for self-regulation and the measurement of learning strategies will be discussed.

scholarly journals Enquiry-Based Learning Online: Course Development and Student Experience of a First-Year Enquiry-Based Learning Seminar

2017 ◽  
Vol 10 ◽  
pp. 129-142
Author(s):  
Jacqueline Murray ◽  
Nathan John Lachowsky ◽  
Natalie Green
Keyword(s):  
Online Courses ◽  
Learning Experience ◽  
Online Course ◽  
First Year ◽  
Course Development ◽  
Online Distance Education ◽  
Online Course Development ◽  
Online Distance ◽  
The University ◽  
First Year Seminar

Online courses are increasing in popularity while universities are using first-year seminars to address the challenges of large impersonal classes, lack of student engagement, and increased skills development. Could the learning experience and benefits of an in-person first-year seminar be achieved through an online distance education (DE) format? How would students’ experience benefit from an online DE first-year seminar? At the University of Guelph, an online interdisciplinary first-year seminar was developed and offered four times. This essay includes reflections from the faculty instructor and educational developer who co-designed the course, results from pre- and post-course surveys completed by students, and interviews conducted with students.

scholarly journals The Relation Between Cognitively Measured Executive Functions and Reported Self-Regulated Learning Strategy Use in Adult Online Distance Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Celeste Meijs ◽  
Hieronymus J. M. Gijselaers ◽  
Kate M. Xu ◽  
Paul A. Kirschner ◽  
Renate H. M. De Groot
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Processing Speed ◽  
Self Regulation ◽  
Cognitive Strategy ◽  
Strategy Use ◽  
Cognitive Tests ◽  
Online Distance Education ◽  
Self Regulated Learning ◽  
Online Distance

While executive functions (EFs) and self-regulated learning (SRL) strategy use have been found to be related in several populations, this relationship has not been studied in adult online distance education (ODE). This is surprising as self-regulation, and thus using such strategies, is very important here. In this setting, we studied the relation between basic executive functions (i.e., working memory and shifting, measured with cognitive tests) and reported SRL-strategy use (i.e., management of time and effort, complex and simple cognitive strategy use, contacts with others, and academic thinking) within a correlational design with 889 adult online distance students. In this study, we performed regression analyses and took age and processing speed into consideration, as processing speed and EFs decrease with age, whereas self-regulation is reported to increase with age. Cognitively measured working memory was not related to reported SRL-strategy use in adult ODE students. Thus, even though the SRL-components within the strategies seem to elicit working memory, reported SRL-strategy use is not related to the functioning of this basic EF (measured with cognitive tests). This means that if SRL-strategy use needs to be increased in adult ODE students, training of working memory might not be an effective manner for achieving that goal. Better shifting and processing speed were related to less reported SRL-strategy use, which might suggest that SRL-strategies might be used to compensate for lower shifting (in academic thinking) and lower processing speed (in simple cognitive strategy use and contacts with others). With increasing age, the number of contacts with peers or teachers decreases. This latter finding might be of relevance during the pandemic since contacts with others is importance during lockdown.

Supporting Student Self-Regulation

2017 ◽  
pp. 392-409
Author(s):  
Jane Kenney ◽  
Ellen Newcombe
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Undergraduate Education ◽  
Self Regulation ◽  
Learning Goals ◽  
Online Course ◽  
Different Types ◽  
Research Studies

Research studies are discovering the importance of self-regulation for successful online learning. Self-regulation requires learners to be actively involved in the management of their learning and includes setting, monitoring, and evaluating learning goals, and making any necessary modifications to learning strategies (Zimmerman, 2008). This chapter discusses students' perceptions of the effectiveness of different types of learning supports that the authors used in a blended, flipped undergraduate education course to help students with self-regulation. The perceptions of high and low self-regulated students are compared and recommendations made about what supports to include when designing an online course to ensure successful learning.

scholarly journals Improving Study Skills by Combining a Study Skill Module and Repeated Reflection Seminars

2019 ◽  
Vol 2019 ◽  
pp. 1-8 ◽  
Author(s):  
Björn Hedin ◽  
Viggo Kann
Keyword(s):  
Learning Strategies ◽  
Study Skills ◽  
Learning Study ◽  
Learning To Learn ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Novel Approach ◽  
Regulated Learning ◽  
Skills Learning

If students have a broad spectrum of study skills, learning will likely be positively affected, since they can adapt the way they learn in different situations. Such study skills can be learned in, for example, learning-to-learn courses. Several studies of such courses have been done over the years, but few of these have been carried out in longitudinal naturalistic settings, where the effect has been evaluated over several years in nonexperimental settings. In this paper, we present a novel approach for learning study skills, as a part of a course running over three years. The course starts with a learning-to-learn module, followed by 11 follow-ups that include, among other things, peer discussions about learning strategies with the aim of promoting self-regulated learning. This evaluation shows which study skills the students were most interested in trying, how successful they were in continuing to use the study skills, and which effects the students believed the study skills had after trying them. No significant change was found in how satisfied the students were with their overall study technique immediately after the initial module, but in the long term, 78% of the students believed the course had promoted their ability to analyze and adapt their study habits. We conclude that our approach could be a useful way to get the students to improve their repertoire and use of study skills, and we believe that the students also will improve general self-regulated learning skills.

Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study

2017 ◽  
Vol 65 (4) ◽  
pp. 483-507 ◽  
Author(s):  
Leon R. de Bruin
Keyword(s):  
Qualitative Study ◽  
Learning Strategies ◽  
Interpretative Phenomenological Analysis ◽  
Self Regulation ◽  
Approaches To Learning ◽  
Educational Practice ◽  
Creative Processes ◽  
Learning And Teaching ◽  
Dynamic Task ◽  
Regulatory Processes

The way an improviser practices is a vital and significant aspect to a musician’s means and capacities of expression. Expert music performers utilize extensive self-regulatory processes involving planning, strategic development, and systemized approaches to learning and reflective practice. Scholars posit that these processes are constructivist and socioculturally explained and manifest in individual, jointly negotiated, and shared learning. This qualitative study explores the regulatory processes of four prominent Australian improvising musician-educators and four tertiary improvisation students. Expert and developing musicians’ processes in learning and teaching improvised music-making were investigated through observations of self-regulation, co-regulation, and shared regulation strategies. I identified and analyzed regulatory learning strategies located from practice, training, and experience using interpretative phenomenological analysis. Findings suggest insights of evolving self-regulative behavior that are dynamic, task-specific, personalised, and contextually contingent across individual and collaborative tasks and activity. An integrative regulatory model of learning offers guidance and reflection of metacognitive flow within a social constructed view of learning. Implications for researchers and educators are drawn for meaningful educational practice by knowing and understanding expert improvisers’ complex concepts of self-regulation, critical thinking, problem solving, and the evolution and evaluation of creative processes in improvisers.

scholarly journals Pre-Service Teachers’ Perceptions of Emotions and Self-Regulatory Learning in Emergency Remote Learning

2021 ◽  
Vol 13 (13) ◽  
pp. 7111
Author(s):  
Lucas Kohnke ◽  
Di Zou ◽  
Ruofei Zhang
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Self Regulation ◽  
Critical Factor ◽  
Online Classes ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Two Phase ◽  
Holistic Understanding ◽  
Self Regulatory Learning

This study explored emotions and self-regulatory learning in postgraduate students, forced to transition to emergency remote teaching, at a Hong Kong university after the start of the academic semester. Self-regulation is a critical factor for successful online learning, and emotions are important antecedents of self-regulated learning. The study adopted a two-phase research design, with an initial online questionnaire (n = 52) followed by semi-structured interviews (n = 16) to gain a rich and holistic understanding of students’ experiences. Our findings indicate that: (1) locating a suitable location to attend online classes and sharing problems with classmates were the two most frequently self-regulatory learning strategies employed by students; (2) students experienced some enjoyment attending online classes but experienced increased pressure and time commitment to complete assigned work; (3) students found online learning to lack a sense of community, making it challenging to interact with classmates. The findings suggest teachers need to incorporate various synchronous and asynchronous collaborative activities, and they need to increase their own and students’ presence online to motivate and facilitate effective teaching and learning.

scholarly journals Assessing Quality And Effectiveness In Fully Online Distance Education

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Michael Smith ◽  
Donald Macdonald
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Teaching And Learning ◽  
Remote Communities ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
The Past ◽  
Online Distance Learning ◽  
Online Distance

Online education has developed over the past two decades, initially in response to a desire to provide distance learning opportunities at degree level for remote communities. The University of the Highlands and Islands [UHI] in Scotland has been at the forefront of this. It has been possible to gain degrees using wholly online learning and teaching processes since 1995. In recent years, institutions across the globe have developed learning materials for online learning in order to both supplement the teaching and learning in face-to-face classes and to enable students to undertake entire programmes using online communications. The most recent developments have been in the advent of MOOCS and SPOCS. This paper seeks to (1) give an overview of the past 20 years of developments in online education, (2) provide a detailed review of recent research relating to standards, satisfaction and effectiveness of online education, (3) consider the costs and benefits across a range of definitions of online education and (4) examine the primary challenges, conflicts and opportunities for online distance learning and teaching in relation to the issues faced by students, educators and institutions.

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